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Corrupted Callings: The Subtle Difference Between Finding Your Life’s Work and Loving Your Life

McKibben at Home

The Lonely Rise of Sonya Sotomayor

Tucked away in the northeast corner of the Bronx, not far from Edenwald Houses, the borough’s largest public housing project, sits the Cardinal Spellman Highschool — a private, yet still affordable catholic high school (the annual tuition is under $7000), that has been for the past fifty years, as Lauren Collins put it in a recent New Yorker article, home to “strivers of assorted ethnicities” attempting to better their situation.

It’s not surprising, therefore, that a young Sonya Sotomayor found her way to Spellman in the fall of 1968. After distinguishing herself academically (she was valedictorian), Sotomayor graduated from the Bronx to Princeton University and then on to Yale Law School, where she was editor of the Law Review. After paying her career-appropriate dues in the New York District Attorney’s office, she moved into corporate law.

In 1991, Sotomayor was appointed a district court judge, and in 1997 she advanced to the court of appeals. Even at this early stage, her potential to become a Supreme Court justice was recognized (Rush Limbaugh dedicated an entire show during her appeals court confirmation to stalling her “rocket ship to the Supreme Court”). Earlier this year, Sotomayor realized this potential when President Obama nominated her to fill the seat vacated by David Souter.

Sotomayor is great at what she does and loves doing it. Translated into the vernacular of modern career advice: she found her calling.

But at what cost? 

In a column written during Sotomayor’s Supreme Court confirmation hearings, David Brooks describes the ambitious jurist as an exemplar of a “meritocracy that gets more purified and competitive by the year, with the time demands growing more and more insistent.” As Brooks noted, Sotomayor divorced twice and is candid about her workaholism.

“Certainly the fact that I was leaving my home at 7 and getting back at 10 o’clock was not of assistance in recognizing the problems developing in my marriage,” she once said.

Sotomayor’s story and Brooks’ commentary were brought to my attention in a trio of posts written by Ben Casnocha. In these posts, Ben argues that a calling — which he defines, quoting Michael Lewis, as “an activity you find so compelling that you wind up organizing your entire self around it” — is usually pursued at the expense of the other important areas of your life.

“If you want a calling, you don’t have time for a family,” Ben proposes.

Casnocha and Brooks are correct to notice that true callings are often truly corrupting to the overall quality of their subject’s lives. High stakes fields like law or finance, for example, are rich with Sotomayor-style workaholics. But this Faustian trade-off is not inevitable.

In this post, I highlight a different path; one that preserves both elements of the remarkable life — professional engagement and deep enjoyment of daily living. To do so, I’ll enlist the aid of a provocative personality who started life on a similar trajectory as Sotomayor, but then split off in an unexpected direction.

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I Got a C on My Orgo Exam! What Should I Do?

Note: Though my new format focuses on publishing in-depth articles twice a month, I still reserve the right to occasionally publish one my classic-style student advice articles. 

o-chem

The Pre-Med’s Lament

I recently received the following e-mail:

“I’ve failed both of my tests in Organic Chemistry 2…I don’t know what I’m doing wrong…no matter how much I review or study my class notes, nothing seems to work.”

This is a familiar lament. I recently reviewed the student e-mails I’ve received so far in 2010, and discovered that I average around one “I failed my Orgo exam!” e-mail per week.

That’s a lot of unhappy pre-meds.

I decided it was time to write a definitive answer to this common issue.  This post details my famous three-step plan for turning around a chemistry disaster.

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How to Get Into Stanford with B’s on Your Transcript: Failed Simulations & the Surprising Psychology of Impressiveness

The United Nations

Steve and David

Let’s try a simple experiment. Imagine that you’re an admissions officer at a competitive college, and you’re evaluating the following two applicants:

  • David — He is captain of the track team and took Japanese calligraphy lessons throughout high school;  he wrote his application essay on the challenge of leading the track team to the division championship meet.
  • Steve — He does marketing for a sustainability-focused NGO; he wrote his application essay about lobbying delegates at the UN climate change conference in Johannesburg, South Africa.

Who impresses you more? 

For most people, there’s little debate: Steve is the star.

But here’s the crucial follow-up question: Why is Steve more impressive than David?

The answer seems obvious, but as you’ll soon discover, the closer you look, the more hazy it becomes. To really understand Steve’s appeal, we will delve into the recesses of human psychology and discover a subtle but devastatingly power effect that will change your understanding of what it takes to stand out.

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How to Become a Star Grad Student: James McLurkin and the Power of Stretch Churn

The Famous Dr. McLurkinMcLurkin

In 2008, when James McLurkin graduated with a PhD in Computer Science from MIT, he was unquestionably a star. Four years earlier, Time Magazine profiled James and his research on swarm robotics as part of their Innovators series. The next year, he was featured on an episode of Nova ScienceNOW. The producer of the show, WGBH in Boston, built an interactive web site dedicated to James, where, among other activities, you can watch a photo slide show of his life and find out what he carries in his backpack. Earlier this year, TheGrio, a popular African American-focused news portal, named James one of their 100 History Makers in the Making — a list that also includes Oprah Winfrey and Newark, NJ mayor Cory Booker.

Perhaps most telling, even my brother, who finished his systems engineering degree in 2002, knew of James. “He’s the guy with the robots,” he recalled. “We watched a video of him in class.”

In other words, James is famous in his field. So it’s not surprising that in 2009 he landed a professorship at Rice University — one of the country’s top engineering schools — in one of the worst academic job market in decades.

With these accomplishments in mind, this post asks two simple questions: How did James become such a star? And what lessons can we apply to our own quest to become remarkable?

The answers, as  you’ll soon encounter, are not what you might first expect…

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Want to Get into Harvard? Spend More Time Staring at the Clouds: Rethinking the Role of Extracurricular Activities in College Admissions

Interesting Student

The Admissions Outliers

Olivia shouldn’t have been accepted to the University of Virginia. At least, not according to the conventional wisdom on college admissions.

Olivia attended a small private school near Portsmouth, New Hampshire. She had good grades and test scores, but nothing phenomenal. More striking, she maintained a minimal extracurricular schedule. During the school year, she was a member of the dance team, which satisfied her school’s athletic requirement. She also joined the tech crew for the school musical and was the co-chair of her senior class’s community service organization.

Combined, her school year activities required only seven to eight hours of effort per week.

During the summer, she worked in a marine zoology laboratory at the University of New Hampshire, studying lobsters and horseshoe crabs with a research group run by her neighbor, a professor at the university. She started as a part-time, unpaid volunteer, but the position  morphed into a full time summer job when the professor discovered extra money in his grant.

“It was not a big commitment at all,” Olivia told me, reflecting on her high school obligations.

Students familiar with competitive college admissions tend to have the same reaction to Olivia: she’s a solid applicant, but certainly not good enough to earn a spot at a top-twenty school like UVA. Research involvement has become a standard item on modern applications — the 21st century equivalent of becoming student council president —  and her school-year activities are nearly non-existent by the standards of most competitive applications.

Olivia, however, defied this reaction.  Not only was she accepted at UVA, she also won the hyper-competitive Jefferson Scholarship – a merit-based award, given out by UVA alumni, that covers the full cost of attending the school.

Most high school senior classes have a student like Olivia – someone who defies our understanding of who should get accepted to competitive colleges. We tend to attribute these outliers to the “randomness” of the admissions process. Indeed, even Olivia was surprised by her own success: “I wasn’t stressed like the other students at my school, because I wasn’t interested in trying to impress colleges,” she told me. “I still don’t understand how I got into UVA.”

In this article, by contrast, I argue that the success of students like Olivia is not the result of randomness. It instead points to a surprising possibility: perhaps our understanding of extracurricular activities and their role in the college process is all wrong.

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On Great Teachers and the Remarkable Life: A Deliberate Practice Case Study

Classroom

Predicting Greatness

The impact of teachers is profound. If you rank the world’s countries by their students’ academic performance, the US is somewhere in the middle. In a 2009 New Yorker article, Malcolm Gladwell notes that replacing “the bottom six percent to ten percent of public-school teachers with teachers of average quality” could be enough to close the gap between our current position and the top ranked countries.

“[Y]our child is actually better off in a ‘bad’ school with an excellent teacher than in an excellent school with a bad teacher,” Gladwell concludes.

But there’s a problem: “No one knows what a person with the potential to be a great teacher looks like.”

Or at least, according to Gladwell.

Teach for America, a non-profit that recruits outstanding college graduates to teach in low-income school districts, disagrees. This organization is fanatical about data.  For the past 20 years, they’ve gathered massive amounts of statistics on their teachers in an attempt to figure out why some succeed in the classroom and some fail. They then work backwards from these results to identify what traits best predict a potential recruit’s success.

As Amanda Ripley reports in a comprehensive look inside the Teach For America process, published in the Atlantic Monthly, the results of this outcome-based approach to hiring are “humbling.”

“I came into this with a bunch of theories,” the former head of admissions at Teach for America told Ripley. “I was proven wrong at least as many times as I was validated.”

When Teach for America first started 20 years ago, applicants were subjectively scored by interviewers on 12 general traits, like “communication” ability. (A sample interview question: “What is wind?”)  By contrast, if you were one of the 35,000 students who applied in 2009 (a pool that included 11% of Ivy League seniors), 30 data points, gathered from a combination of questionnaires, demonstrations, and interviews were fed into a detailed quantitative model that returned a hiring recommendation.

This data-driven approach seems to work.  As Ripley reports, in 2007, 24% of Teach for America teachers advanced their students at least one and a half grade levels or more. Two years later, as the organization’s models continued to evolve, this number has almost doubled to 44%.

I’m fascinated by Teach For America for a simple reason: the traits they discovered at the core of great teaching are unmistakably a variant of deliberate practice — not the pure, coach-driven practice of professional athletes and chess grandmasters, but a hearty, adaptable strain that’s applicable to almost any field.

Put another way, these outstanding teachers may have unwittingly cracked the code for generating a remarkable life

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